Unit2-Using-Language-名师教学设计

1/4Unit2UsingLanguage名师教学设计人教版新教材第六模块，第二单元usinglanguage的教学设计教学课型：usinglanguage（45分钟）综合技能课是让学生综合运用本单元所学的语法、词汇和功能项目，通过读，听，说活动达到有效语言输出和知识建构的课型。教材分析本节课的原定教材内容是讲授一首诗歌“I’VESAVEDTHESUMMER”。感觉这首诗歌比较简单，学生很容易掌握，故教师对教学内容进行了调整和扩展。把诗歌换为著名苏格兰诗人罗本特.彭斯的代表作《红玫瑰》。诗歌的语言是苏格兰方言，理解不容易，所以要求学生借助字典查找词汇含义，借此扩大学生学习语言的途径和方法。教学目标(1)知识目标a能理解《红玫瑰》的内容，理解作者的用词遣句。b.理解诗歌的意境。(2)能力目标a.能从上下文中推断诗歌的隐含意。b.培养学生理解能力，综合概括能力。(3)情感目标a.加深学生对英文诗歌的理解，增强对西方文化的理解。b.增强学生的合作意识。c.培养学生理解英文诗歌感受生活的美好。5．教学重点和难点切实理解英文诗歌《红玫瑰》。6．教学设计（1）教学理念以学生为主体，培养学生的综合语言运用能力，发挥学生的主观能动性，乐于探究。（2）总体思路本节课采用多媒体教学，以此来创设良好的教学情景，优化教学过程，促进学生思考，创设学习情景，设计层层推进的教学任务，拓展了话题的深度和广度，促进师生之间，生生之间充分的交流和合作，使学生能主动学习、主动探究和主动构建知识。采用教师指导下的小组合作学习的方法，启发学生自主理解文本内容，探究和领会作者的意图和了解西方文化。最后在阅读和听力的语言输入的基础上让学生将英文诗歌《红玫瑰》的翻译和意境图汇报给全班。（3）教学过程SteponeLeadinginShowstudentsapictureofroseandaskthem“whatdothemthinkofwhentheyseethepicture?HavethestudentsexpresstheirideasSteptwoPresentation1.ListeningListentothepoemandanswerquestionsCanyouguesswhatisthepoemabout?Doesthepoemhavearhythmicpattern?Doesthepoemhavetherhymingwords.Whatdoyouthinkofthelanguage?Doyouthinkthespeakerisaboyoragirl?2.Groupwork–language1)Formagroupofsix.2)Fourofyouwillberesponsibleforlookinguptheunfamiliarwordsineachpartusingyourdictionaries.3)Explainyourfindingstotheothers.4)Onewritethemdownandonereportthemtoclass.3.Groupworkpoeticdevices（诗歌的手法）Whataretherhymingwordsineachpart?Howdoesrhythmicpatternofthepoemform4.Groupworkcomprehension1)Whatdoestheauthorcomparehisgirlfriendtoandwhy?2)Whatdoestheauthorwanttoconveyinthesecondandthirdpartandhow?3)Whatwillhappeninthelastpart?4)Poetsoftencreateimagesinthepoemsothatthereaderscanseepicturesintheirminds.Whatisthepictureofthepoem?5.ThebackgroundofRobertBurns.RobertBurns(1759–1796)wasaScottishpoetandalyricist.（歌词作者）HeiswidelyregardedasthenationalpoetofScotland.HeisthebestknownofthepoetswhohavewrittenintheScotslanguage.StepThreeConsolidationGroupworktranslation1)TrytotranslatethepoemintoChinese.2)Drawthepicturethattheauthorwantstocreate.3)Makethepresentationtotheclass.【设计说明】该教学步骤旨在加深学生对该诗歌的理解。中文也有很多类似的爱情诗歌，让学生把英文诗歌翻译成中文能更好地理解该诗歌。同时每首诗歌就是一幅画，故要求学生把诗歌的意境画出来，通过图文并茂的形式来加深对诗歌的理解和体会。每位学生各翻译的一部分，然后请汇报者和画图者上台展示。此处应是课堂的高潮部分。StepThreeGroupworkassessmentEvaluatethepoem.Whydoyoulikethepoem?EvaluatetheteamworkDoyouthinkwhichgroupdidabetterjob?StepFourHomeworkassignmentTrytowritedownyourownpoem.原文ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodiesThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluvetheestill,mydear,Whilethesandso'lifeshallrun.Andfaretheeweal,myonlyLuve,Andfaretheewealawhile!AndIwillcomeagain,myLuve,Tho'itweretenthousandmile.ARed,RedRoseRobertBurnsOMYLuve'slikeared,redroseThat'snewlysprunginJune:OmyLuve'slikethemelodieThat'ssweetlyplay'dintune!Asfairartthou,mybonnielass,SodeepinluveamI:AndIwillluvetheestill,mydear,Tilla'theseasgangdry:Tilla'theseasgangdry,mydear,Andtherocksmeltwi'thesun;Iwillluve